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Theme in Qualitative Content Analysis and Thematic Analysis

Article  in  Forum Qualitative Sozialforschung · September 2019

DOI: 10.17169/fqs-20.3.3376

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Mojtaba Vaismoradi Sherrill Snelgrove

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 Volume 20, No. 3, Art. 23
September 2019

Theme in Qualitative Content Analysis and Thematic Analysis

Mojtaba Vaismoradi & Sherrill Snelgrove

Key words: data Abstract: Qualitative design consists of various approaches towards data collection, which
analysis; researchers can use to help with the provision of both cultural and contextual description and
qualitative interpretation of social phenomena. Qualitative content analysis (QCA) and thematic analysis (TA)
research; as qualitative research approaches are commonly used by researchers across disciplines. There is
qualitative content a gap in the international literature regarding differences between QCA and TA in terms of the
analysis; theme; concept of a theme and how it is developed. Therefore, in this discussion paper we address this
thematic analysis gap in knowledge and present differences and similarities between these qualitative research
approaches in terms of the theme as the final product of data analysis. We drew on current
multidisciplinary literature to support our perspectives and to develop internationally informed
analytical notions of the theme in QCA and TA. We anticipate that improving knowledge and
understanding of theme development in QCA and TA will support other researchers in selecting the
most appropriate qualitative approach to answer their study question, provide high-quality and
trustworthy findings, and remain faithful to the analytical requirements of QCA and TA.

Table of Contents

1. Introduction
2. Theme in QCA and TA
2.1 Similarities of the theme between QCA and TA
2.2 Differences of the theme between QCA and TA
3. Some Pragmatic Aspects of Theme Development in QCA and TA
4. Conclusion
References
Authors
Citation

1. Introduction

Qualitative research is a broad term encompassing different data collection and

analytical approaches with the aim of providing cultural and contextual description
and interpretation of social phenomenon. While there are variations between
these research approaches in terms of data analysis and presentation of findings,
they all contribute to both description and interpretation of phenomena
(HOLLOWAY & GALVIN, 2017). QCA and TA are classified under the qualitative
descriptive design. While description and interpretation are the main features of
these two qualitative descriptive approaches, they are mainly suitable for
researchers who prefer a higher level of description rather than an abstract
interpretation. According to the international literature (VAISMORADI, TURUNEN
& BONDAS, 2013; VAISMORADI, JONES, TURUNEN & SNELGROVE, 2016),
QCA and TA are similar in terms of philosophical backgrounds, immersion in
data, attention to both description and interpretation of data analysis,
consideration of context during data analysis, and cutting across data for seeking

This work is licensed under a Creative Commons Attribution 4.0 International License.
Forum Qualitative Sozialforschung / Forum: Qualitative Social Research (ISSN 1438-5627)
FQS 20(3), Art. 23, Mojtaba Vaismoradi & Sherrill Snelgrove:
Theme in Qualitative Content Analysis and Thematic Analysis

themes. As a point of difference, within TA, a theme is considered to be latent

content, but QCA researchers are free to decide between the level of data
analysis when developing the category or the theme. Nevertheless, to develop a
theme in both of these approaches, iterative or forward-backward movements
and comparison of code clusters in relation to the whole data are required
(VAISMORADI et al., 2013, 2016). Generally, during data analysis the researcher
engages in a selection of the unit of analysis, subjective observation of the
realities of the phenomenon, becoming an instrument for data analysis, looking
for multiple realities behind the data, categorizing and finding themes from
categories and through analytical insights to present an overall story line of data
(CHO & LEE, 2014; CONNELLY & PELTZER, 2016; ERLINGSSON &
BRYSIEWICZ, 2013). In addition, for back and forth movements between data,
the researcher's previous knowledge and experiences, as well as previous
research on the study phenomenon, help with building new understandings of
phenomena (ERLINGSSON & BRYSIEWICZ, 2013). Moreover, the amount of
effort and time spent on data analysis, as well as innovativeness, influence the
quality of theme development. [1]

Themes or patterns are described as the final products of data analysis in the TA
approach (BRAUN & CLARKE, 2006). Also, categories, themes and their
subdivisions including subcategories and subthemes are the analytical products
of data analysis using QCA (VAISMORADI et al., 2013, 2016). The decision on
the development of each analytical product depends on the researcher's aim to
reach descriptive (manifest content) or interpretive (latent content) levels of
analysis, and the researcher's motivation in the analytical process
(BENGTSSON, 2016; VAISMORADI et al., 2013, 2016). Therefore, the
underlying commonality of both these qualitative approaches could be the
development of the theme as the most abstract result, on the basis of rigorous
coding and analyzing processes (VAISMORADI et al., 2016). [2]

"Theme" can be described as the subjective meaning and cultural-contextual

message of data. Codes with common points of reference, a high degree of
transferability, and through which ideas can be united throughout the study
phenomenon can be transformed into a theme. In other words, a theme is a red
thread of underlying meanings, within which similar pieces of data can be tied
together and within which the researcher may answer the question "why?"
(ERLINGSSON & BRYSIEWICZ, 2013). While a theme can be used to attend to
the more implicit and meaning of data, other analytical products such as
categories are related to the explicit and surface aspect of data analysis
(VAISMORADI et al., 2013, 2016). Therefore, theme development can be a
complex and time consuming process in comparison to the formation of
categories (CONNELLY & PELTZER, 2016). [3]

The meaning of theme and related analytical products of QCA and TA has been
described in previous studies (BRAUN & CLARKE, 2006; VAISMORADI et al.,
2013). Some researchers have made efforts to present practical, innovative and
evidenced-based instructions regarding how to develop the theme (VAISMORADI
et al., 2013). Nevertheless, there is a lack of articulation about the similarities and

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differences of QCA and TA in terms of the theme. Therefore, our aim in this
discussion paper is to address this gap in knowledge and present differences and
similarities between these qualitative research approaches in terms of the theme
as the final product of data analysis. [4]

In Section 1, we provide a description of the "theme" in two qualitative descriptive

research approaches (HOLLOWAY & GALVIN, 2017): qualitative content
analysis (QCA) and thematic analysis (TA) (BRAUN & CLARKE, 2006;
VAISMORAD et al., 2013), along with our research experiences in the field of
health sciences. We have taken into account current opinions about themes to
strengthen our discussion and provide conclusions for multidisciplinary
applications in section two. We aim to provide a brief description of the qualitative
research design in connection with the main characteristics of QCA and TA
(VAISMORADI et al., 2013). In the continuation of Section 2, we discuss the
general features of the theme, and related similarities and differences between
these two qualitative research approaches (BENGTSSON, 2016; MORSE, 2008;
VAISMORAD et al., 2016), and we then suggest related practical considerations
during data analysis. In Section 3, we present an overview of issues in theme
development in QCA and TA, and suggest some pragmatic solutions for the
improvement of the quality of data abstraction. [5]

2. Theme in QCA and TA

Similarities and differences between QCA and TA in terms of the theme and the
process of theme development are rooted in commonalities and variations in their
aims, focus, philosophical backgrounds and data analysis processes. In Figure 1
we show an overview of the comparison of QCA and TA, that is discussed in the
following.

Figure 1: A general overview of the comparison of QCA and TA. Please click here for an
enlarged version of Figure 1. [6]

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2.1 Similarities of the theme between QCA and TA

In both QCA and TA, during the theme development process the researcher
relies on the analytic examination of narrations related to social phenomena
through breaking transcriptions into small units and performing data analysis. All
sorts of data materials are transferred to textual format as transcription, and are
read several times to achieve the sense of whole, to explore the main meaning
behind the data and trace back related ideas for understanding hidden concerns
in the data. Researchers bring themselves close to the data by highlighting main
ideas as codes related to the phenomenon, which may lead to the theme through
a constant comparison process. [7]

In the majority of qualitative descriptive approaches, the theoretical or

philosophical framework and the philosophical model behind the data analysis
and interpretation have not been indicated (KIM, SEFCIK & BRADWAY, 2017).
The importance of sharing philosophical perspectives including "person-
centeredness" and attention to actual behaviors and motivations in QCA and TA
lies in the fact that researchers looking through a philosophical lens for theme
development are influenced by their own judgment about the phenomenon and
their ability to develop valuable and innovative knowledge. Researchers using
QCA and TA can better ensure a reliable and rigorous line of reasoning that is
consistent with the identity and construct of developed knowledge (THORNE,
STEPHENS & TRUANT, 2016). Common philosophical perspectives in QCA and
TA include similar flexibility or variability of theme development for achieving an
understanding of the phenomenon. Therefore, users are encouraged to provide
the required details of philosophical perspectives underpinning theme
development, so that readers will be able to find rigor, reasonability, validity and
comprehensiveness of the theme as the answer to the study question. [8]

A context-based framework of analysis is another similarity between QCA and

TA. In theme development researchers must adhere to a systematic framework
of data analysis. This shows that the they applied a stepwise process of data
collection and analysis with verification strategies and checking (MORSE, 2015).
Following methodical rules, along with a thorough detailed, systematic analysis
and interpretation, prevents a premature closure of data analysis and can
facilitate the development of findings that have not been intended to be explored
and could be called the unintended theme (SCHMITT, 2005). Such a
standardized approach is required from coding to theme development. A
standardized verification of analytical products is ensured when researchers
engage in triangulation, to ensure validation of findings in various rounds of data
analysis. Furthermore, the use of a context-based, iterative framework, means
that the standardized system of data analysis is not solely dependent on the
linear analytic process, but personal experiences and knowledge can be
incorporated, as well as personal subjectivity in favor of interpretive data analysis
and innovation in theme development. [9]

In both QCA and TA, making sense of mediated factors such as linguistic
symbols and underlying messages are complementary assets to the process of

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theme development. Symbols or metaphors are subjective meanings that

individuals use in their communication with others to present their viewpoints and
help others make sense of their inner world (CARTER & FULLER, 2016). QCA
and TA researchers can combine meanings within data with symbols as
meanings assigned by participants to their perspectives for developing the theme.
The use of symbols in theme development makes readers to feel they belong to
that community and the identification of each expressed idea becomes easier. A
single symbol word in the theme can capture the meaning of the phenomenon
more than many words (OMOJOLA, 2016). [10]

The same sets of analytical interventions with similar meanings, but under
different titles, are seen within QCA and TA. While they have different
terminologies, they are considered equivalent in terms of meaning in the analysis
process. For instance, analytical keywords used in TA including "data corpus,"
"data item," "data extract," "code," and "theme" are the same as "unit of analysis,"
"meaning unit," "condensed meaning unit," "code," and "theme" in QCA,
respectively. However, QCA researchers are free to develop the category instead
of the theme; either they are willing to provide the category on the basis of the
manifest content analysis or use the category development as the cornerstone for
theme development (BENGTSSON, 2016; VAISMORADI et al., 2016). Briefly,
categories are often used in the initial analytic phase of the study with the aim of
developing a taxonomy for identifying relationships between pieces of data. On
the other hand, the theme is developed in the later phase, when the purpose is to
elicit meaning and essence from the data (MORSE, 2008; VAISMORADI et al.,
2016). [11]

Encouraging creativity in findings is a common aspect of data analysis in both

QCA and TA. In other words, creativity, intuition and innovation are crucial to data
analysis and theme development. Traditional ways of thinking about objectivity
and bias in standard and scientific research processes are therefore challenged
(COPE, 2014). The researcher's creativity is required to deal with the empirical
side of the data analysis method, to go beyond the current stance of knowledge
and present relevant and creative themes in response to the research question
(EVERS, 2016). [12]

The use of a storyline, map, or model for presenting the results is encouraged in
QCA and TA. However, in only few studies the opportunity of graphing findings
and mapping connections between categories and themes is used. The use of
these strategies can facilitate understanding the whole picture of findings and
judging the quality of theme development by journal reviewers and readers in
relation to what is claimed by the researcher in the analysis process
(VAISMORADI et al., 2016). With visual presentation relationships between and
among underlying constructs can be checked, and revisions can be made, thus
increasing reliability (FINFGELD-CONNETT, 2014). Further, by mapping and
diagramming researchers support a valid integration, interpretation, and synthesis
of findings. The importance of storyline and notes in QCA and TA has been
relatively ignored, as they have often been considered the built-in part of more
interpretive qualitative approaches including grounded theory methodology and

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interpretive phenomenology (HOLLOWAY & GALVIN, 2017). In terms of rigor,

when a researcher presents the content of the theme and its structure in an
understandable way, it becomes easy to find how the theme has been
conceptualized during the analysis process. Even if the researcher aims at
identifying or developing the theme (ELO et al., 2014), the construction of a
schematic model outlining relationships between themes, their hierarchy, and
connections are to be encouraged. [13]

A reiterative data analysis process has been recommended, so as to reassure

the reader that the interpretation is representative of the data and the expectation
of the finding as something unpredictable and innovative in data has been
enhanced. Nevertheless, some commentators suggest that a non-linear effort to
develop the theme and move forward and backward in the data is messy and in
doing this the credibility and trustworthiness in analysis and reporting are
undermined (SINKOVICS & ALFOLDI, 2012). While there must be a balance
between being true to the method of theme development or going through the
ladder of methodical process, there should be relatively flexible transitions
between methodical stages. This suggestion is in line with the researcher's efforts
to conceal the underlying meaning or essence of the data that is required for
theme construction and prevent sacrificing rigor in data analysis and reporting. [14]

The importance of judging the quality of findings on the basis of new insights
gained from the developed theme has been highlighted in QCA and TA. While
the judgment on the quality of the study's findings is influenced by many factors
(TONG, SAINSBURY & CRAIG, 2007), the developed theme can be evaluated in
terms of new insights provided about the study phenomenon. For instance,
whether the theme represents all aspects of the phenomenon adequately and is
representative of all participants, whether there is a consideration of alternative
explanations in the data and consideration of negative cases, and if the analysis
encompasses participants' implicit and explicit perspectives as well as their
emotions (ANDERSON, 2010). The theme should be novel, but at the same time
should be truly representative of participants' experiences, views and so forth.
The researcher's self-reflexivity helps with demonstrating the strengths and
shortcomings of the data analysis product. Furthermore, the recognition of
researchers' own beliefs and role in the research is important when evaluating
authenticity of the theme. Particularly so, in nursing science, the coherence
between the developed theme and its implications for knowledge, practice, policy-
making and research are emphasized (TRACY, 2010). [15]

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2.2 Differences of the theme between QCA and TA

Researchers using QCA focus on providing a simple, but in-depth report of

commonalities and differences in the data. However, in TA it is expected that the
researcher will provide a rich and complex nuanced interpretation of the data as
the theme. With qualitative descriptive research in general, the researcher's aim
is to uncover meanings in data and reveal hidden complexities, and provide
illustrations of these complexities, which is recognized as a difficult task,
especially in TA (SANDELOWSKI, 2010). It is expected that the researcher takes
note of ambiguities, but also acknowledges the more overt meanings; to
accomplish this, researchers must bring into play their own subjectivity, but retain
sensitivity to the participants' accounting of life. While both QCA and TA
researchers speak on participants' behalf through uniting their voices and
simultaneously taking care of differences within their perspectives, the
presentation of results as the theme may be different for the two approaches,
indicating the underpinning aim of theme development and level of abstraction.
Researchers using QCA may prefer to work with simplicities and overt data by
going through a large amount of written materials to obtain easy-achieved
classifications and manifest contents to develop categories. On the other hand,
those using TA require an exhaustive and non-stop process of abstraction and in-
depth analysis from the beginning to reach the theme. It is believed that high-
quality qualitative research is marked by a thick description, and rich complexity
of findings rather than deductive precision (TRACY, 2010). With the increase of
the abstraction level in any theme development, both aesthetic and creative
terminology may be used in the presentation and structure of the theme. The
complexity and aesthetic aspects of the theme can motivate readers to reflect on
data and relate the findings to their own personal perspectives. It is expected that
readers' shared and similar experiences are sufficient to relate to the meaning of
the theme and even apply it in practice. Analyzing data qualitatively and also
quantifying data are possible in QCA, but in TA a purely qualitative account of
data is utilized. By quantifying data in QCA, it does not mean that words and
concepts are transformed into numbers for data analysis, as in the tradition of
quantitative data analysis, but it can mean that the frequency of the same or
similar codes in the transcription is considered important for the development of
the category or the theme. It is believed that the importance of the theme is
influenced by underlying codes in the entire dataset, and that something
important regarding the research question can be captured (SANDELOWSKI &
LEEMAN, 2012). In short, quantifying data as in QCA can be considered an
intermediary step in data analysis with the aim of convergence in data and
elaboration of details, which is commonly known as data analysis triangulation in
mixed-method studies (PALINKAS et al., 2015; SWAN, 2013; WHEELDON,
2011). Theme construction can also be taken as an advantage in qualitative data
analysis, since it helps with seeing a broad picture of the data (STOTT & Graven,
2013). [16]

Using QCA makes it possible to be descriptive, but also has the option of
conducting various levels of interpretation. In comparison, TA is believed to be
both descriptive and interpretative. Although the use of description and

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interpretation are the common features of both QCA and TA, a key difference lies
in the differing level of description and interpretation (SANDELOWSKI, 2010;
VAISMORADI et al., 2013, 2016). It is suggested that such variations in theme
development are rooted in dissimilarities in abstraction levels between QCA and
TA (VAISMORADI et al., 2016). The infinite process of interpretation starts from
coding as a cyclic process; the researcher defines the level of abstraction (POLIT
& BECK, 2018). The use of description in QCA does not transgress from the
tradition of qualitative research, because description is required to begin
interpretation. The difference between QCA and TA in terms of various levels of
description and interpretation can be attributed to the emphasis in QCA of a more
step-by-step method of data analysis on the background, context and thick
findings under the hue of frequency of codes as a complementary to theme
development. On the other hand, comparatively, TA is fundamentally an
interpretative research approach, relying increasingly on the researcher's
subjectivity and personal insight to interpret data for theme development.
Nevertheless, the researcher of both these approaches is not exempt from
providing an appropriately thick description as a matter of rigor upon which an
interpretation and the theme have been developed. [17]

Conversely and in comparison to TA, a researcher conducting a QCA analysis

will have considered the frequency of codes for theme development, which can
enhance the possibility of missing the context, unless interpretive tools of finding
significant meanings and themes are used hand in hand with code frequency.
Theme development cannot work without appropriate socialization within the
context and gaining experience prior to and during data collection. Some
controlled de-contextualization happens in the process of data analysis through
the coding process, when the researcher temporarily removes parts of the text
from its original context for cross-comparisons toward developing the theme
(MALTERUD, 2012). Context of data is the central part of the thick description of
phenomenon and data in qualitative research. The aim with both QCA and TA is
not to provide generalizable findings, but rather to provide contextualized and
comprehensive understandings of the phenomena under study for possible
transferability (POLIT & BECK, 2010). In other words, facilitating the
transferability of findings to readers requires attention to the description of context
and fitness of developed themes to the original context of the data (VAISMORADI
et al., 2016). Such a fitness empowers readers to make appropriate judgments of
similarity of the study context to their own environment, which is required for
devising practical implications of findings. [18]

With QCA, researchers can select between manifest and latent contents, but this
creates systematic concern with surface rather than hidden meanings. On the
one hand, TA researchers need quite abstract themes and identification, and to
capture the core of phenomenon. On the other hand, the analysis of manifest
data in QCA means that some researchers stop the process of data collection
and analysis when they reach categories and even sometimes introduce them as
latent meanings or themes. As a criterion to evaluate the depth of analytical
products, the theme or story is based on evidence in the data, with a focus on
meaning rather than superficial measurement. Self-awareness and sensitivity,

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rather than being overemotional or self-absorbed, are the basic personal

characteristics of the researcher to go beyond manifest content and make
meaning from the data. Theme development depends on the interpretation of
meaning and researchers must make sense of data through phrasing and para-
phrasing. When researchers move to different levels of abstraction, they open the
possibility of losing the meaning given to participants' experiences, especially
when the focus is on hidden meanings (HOLLOWAY & BILEY, 2011;
VAISMORADI et al., 2016). Placement of the theme or storyline to the
participants' accounts and cross-checking by participants and peers can ensure
that the researcher has developed an evidenced-based theme and captured what
is claimed to be hidden in the participants' account, which is beyond manifest
content. [19]

3. Some Pragmatic Aspects of Theme Development in QCA and TA

Theme development is influenced by the presence of inconsistency between

analysis methods and the study aim. QCA and TA can be used to develop the
theme based on an available theory and in conjunction with more interpretive
approaches to develop a theory. Nevertheless, these methods alone do not
develop a theory. It has been suggested that descriptive research approaches
have advantages over simple coding processes whenever the research question
is embedded in prior theory and can be answered through the exploration of
meaning and narration construction (GLÄSER & LAUDEL, 2013). The high level
of abstraction in the theme means that several basic analytic procedures have
been conducted at various levels during theme development. The theme is
shaped when the researcher can find recurrent ideas based on similarities and
differences in the data (CONNELLY & PELTZER, 2016; GRANEHEIM,
LINDGREN & LUNDMAN, 2017). While theme development in qualitative
descriptive approaches is flexible, it depends on the experience and expertise of
the researcher to unveil underlying meanings (MOHAMED, RAGAB & ARISHA,
2016). [20]

Theme development starts as soon as the researcher has determined the focus
of the study. During coding data, interpretation and abstraction are started and
progressed. Analyzing data along with data collection is an opportunity to test
interconnections between codes, and to find themes that fit the data (KNUDSEN
et al., 2012). In other words, similar grounds related to similar issues are found
and compared until they are explained by the theme as an umbrella. Theme can
further be divided into subthemes to cover the different levels of similarities and
differences (INDULSKA, HOVORKA & RECKER, 2012; SNOWDEN & MARTIN,
2011; THYME, WIBERG, LUNDMAN & GRANEHEIM, 2013). [21]

Theme development is the basis of qualitative research and consideration of

qualitative data analysis without the development of thematic statements as
synthesizing and integrating data segments is problematic (SANDELOWSKI &
LEEMAN, 2012). In addition to the analytical importance of the theme, it is the
translation of participants' perspectives into the language of decision-making and
practice. The developed theme is the summary of daily actions and reactions of

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participants when faced with certain phenomena, and can be used to design
interventions in healthcare disciplines (COLORAFI & EVANS, 2016). Some
believe that the theme can be emerged, if non-hypothesized and unasked
questions are addressed in the stories and narrations of participants, and when
there are consistent and sufficient data to justify them (MASSEY, 2011).
However, theme development even in the emergent form is an active process
and the researcher needs to apply active hypothesizing and probing of the data
throughout analysis. If the researcher brings the theme to the data and fixes it
prior to the study, for example based on the topic of the interview process, the
identity of theme development is changed from an inductive to a deductive
approach (ASSARROUDI, HESHMATI NABAVI, ARMAT, EBADI &
VAISMORADI, 2018; MAYRING, 2014). In other words, the active role of the
researcher in theme development prevents the use of emerging theme, because
this implies that the theme has appeared without active thinking or attention
(WARD, FURBER, TIERNEY & SWALLOW, 2013). Conclusion of the theme
based on personal taste includes a manual bias introduced to data by the
researcher (INDULSKA et al., 2012). [22]

Furthermore, under-development of the theme with less details or depth, and

over-elaboration with many analytical distinctions placed under a higher-level of
abstraction should be avoided (CONNELLY & PELTZER, 2016; WU,
THOMPSON, AROIAN, McQUAID & DEATRICK, 2016) in favor of improving
understanding of knowledge about a phenomenon (HOON, 2013). The
underdeveloped theme with a lack of substantive support in data is the result of
premature closure of data collection and analysis, lack of knowledge of data
analysis, and confusion in the difference between the category and the theme
(CONNELLY & PELTZER, 2016). This does not contradict the normal analytical
process in which some themes may receive more support and others may receive
less support from data, further work on the integration and synthesis of the theme
can be conducted. Nevertheless, researchers should show that the theme is
consistent and reliable across and within data, to provide an in-depth
understanding of the phenomena (FLOERSCH, LONGHOFER, KRANKE &
TOWNSEND, 2010). [23]

To create transparency in theme development the researcher needs to document

all analytical movements from selecting units of data to developing the theme, to
demonstrate the robustness of the findings (NOBLE & SMITH, 2014). In this way
replication of the process is made possible, and clarity is gained regarding how
inferences about the human behavior have been made (RENZ, CARRINGTON &
BADGER, 2018). In this respect, the use of field notes, reflexive diaries and
decision trails have been suggested to researchers (GRANEHEIM et al., 2017;
WARD et al., 2013). With these tools researchers can acknowledge personal
beliefs and biases that may influence the interpretation process and theme
development (CONNELLY & PELTZER, 2016). The use of checklists for the
evaluation of the research process, and holding discussions in an interdisciplinary
team for quality appraisals, have a positive and uplifting effect on theme
development (BOEIJE, VAN WESEL & ALISIC, 2011). When the theme is
developed, explanations or support for it using examples from the data are

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needed. Provisionally, a name is given to the theme, and through forward-

backward movements and review of explanations and interpretations, the
researcher eventually finds a more appropriate name for it (CONNELLY &
PELTZER, 2016). [24]

4. Conclusion

We have presented similarities and differences between QCA and TA in terms of

theme development. As far as possible we have supported our arguments with
the international literature. We drew on relevant scholarly work from a range of
disciplines including the health sciences, education, and sociology, so as to gain
comprehensive insight into this topic. We consider that by taking a broad
international reach, we were able to strengthen our arguments and clarify the
main opinions in this area. Our discussion can add to interdisciplinary discussions
required to advance ideas and agreements about theme development, and
reduce noted ambiguities surrounding theme development in QCA and TA. A
common understanding of theme development in QCA and TA facilitates
evaluating the results of data analysis, improves rigor, and leads to deeper
understandings of complex human phenomena for designing interventions for
education, research and practice. Lastly, researchers are then better enabled to
choose the most appropriate approach to answer their study question, provide
high-quality and abstract findings, and remain faithful to the analytical
requirements of QCA and TA. [25]

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Authors

Mojtaba VAISMORADI is a professor of nursing Contact:

science at Nord University, Norway, and an
associate researcher at Swansea University, UK. Mojtaba Vaismoradi (PhD, MScN, BScN), Full
His main fields of studies are patient safety and Professor
medicines management using both quantitative Faculty of Nursing and Health Sciences
and qualitative designs. Mojtaba is the editor of Nord University
international journals in the area of health 8049 Bodø
sciences and actively collaborates in international Norway
research projects. He is interested in
methodological issues surrounding the qualitative Tel.: + 47 75517813
research design, especially content analysis and E-mail: mojtaba.vaismoradi@nord.no
thematic analysis, and has published articles in URL:
international journals to help with the clarification https://www.researchgate.net/profile/Mojtaba_V
of these two qualitative approaches, and making it aismoradi
easier for researchers to choose between them
and perform a high quality data analysis.

Dr Sherrill SNELGROVE is an associate professor Contact:

in the Department of Public Health, Policy and
Social Sciences and Dean of Academic Sherrill Snelgrove (RGN, BSc (Hons), M.Phil.
Leadership (Research Integrity and Ethics) at PhD, PGCE, SFHEA), Associate Professor
Swansea University, UK. She has previously College of Human and Health Sciences
worked as a National Health Service (NHS) nurse Swansea University
manager and has over twenty years' experience Department of Public Health, Policy and Social
as a lecturer and researcher. Sherrill has Sciences
conducted both qualitative and quantitative Singleton Campus
research into chronic pain of older people living in Wales, UK
the community, medication management of older
people with dementia, advanced health care Tel.: +44 1792 513466
practice, health care professionals' experiences of E-mail: s.r.snelgrove@swansea.ac.uk
stress and pedagogical research. She is one of URL:
just a few researchers at Swansea University, https://www.researchgate.net/profile/Sherrill_S
proficient in interpretative phenomenological nelgrove
analysis (IPA). Sherrill has a track record in
successful PhD supervision and is currently PhD
supervisor to national and international students
researching health and social care topics. A main
role is leading on research integrity and ethics at
Swansea University with a mandate to oversee
and develop ethics, research misconduct and
research governance procedures.

Citation

Vaismoradi, Mojtaba & Snelgrove, Sherrill (2019). Theme in Qualitative Content Analysis and
Thematic Analysis [25 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social
Research, 20(3), Art. 23, http://dx.doi.org/10.17169/fqs-20.3.3376.

FQS http://www.qualitative-research.net/

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